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The most up-to-date edition of a leading resource on the research and theory of the social development of children In the newly revised Third Edition of The Wiley-Blackwell Handbook of Childhood Social Development, a team of eminent researchers delivers a current and comprehensive discussion of the research and theory of childhood social development. With chapters written by an international collection of leaders in their respective fields, this edited volume offers robust coverage of a range of disciplinary perspectives, including psychological, sociological, anthropolgical, evolutionary, religious, cultural, ecological, athletic, and more. The latest edition offers brand-new chapters on helping children with autism, the impact of social networking platforms on childhood social development, the influence of mass media, war and famine, the climate crisis, and the influence of the COVID-19 Pandemic. Containing authoritative explorations of child social development from pre-school to the onset of adolescence, The Wiley-Blackwell Handbook of Childhood Social Development also provides: * A thorough introduction to historical perspectives on the social development of children, including the conceptual and empirical precursors of contemporary social development research * Comprehensive explorations of various disciplinary perspectives, including behavioral genetics, the brain and social development in childhood, and evolutionary perspectives on social development * Practical discussions of the ecological contexts of childhood social development, including the relationship between the physical environment and social development * In-depth examinations of culture and immigration, including the social development of immigrant children with a focus on Europe, and on Asian and Latinx children in the US. Perfect for advanced undergraduate and graduate students of courses in child psychology, human development, or educational psychology, The Wiley-Blackwell Handbook of Childhood Social Development will also earn a place in the libraries of researchers seeking a one-stop, comprehensive resource for the social development of children.

\"Developmental risk refers to conditions, characteristics, experiences, or situations with potentially deleterious effects that lead to outcomes later in life that do not meet societal expectations. While risk is typically framed as the statistical probability of a problematic outcome in relation to the general population, the converse notion of well-being is considered in relation to the level of functioning at a given developmental stage. The contributors to this volume provide insight into developmental well-being by examining the ways that culture and context affect outcomes associated with various types of risk, such as those related to oppression, academic performance, family background, life history, physical health, and psychiatric conditions. Even though certain outcomes may seem inevitable in cases involving harmful environments, diseases, and disorders, they are virtually all influenced by complex interactions among individuals, their families, communities, and societies\"-- Provided by publisher.

This volume discusses the interface between human development and socio-cultural processes by exploring the writings of Gerard Duveen, an internationally renowned figure, whose untimely death left a void in the fields of socio-developmental psychology, cultural psychology, and research into social representations. Duveen's original and comprehensive approach continues to offer fresh insight into core theoretical, methodological and empirical problems in contemporary psychology. In this collection the editors have carefully selected Duveen’s most significant papers to demonstrate the innovative nature of his contribution to developmental, social and cultural psychology. Divided into three sections, the book includes: Duveen's engagement with Jean Piaget the role of social life in human development and the making of cognition social representations and social identities Introduced with chapters from Serge Moscovici, Sandra Jovchelovitch and Brady Wagoner, this book presents previously unpublished papers, as well as chapters available here in English for the first time. It will be essential reading for those studying high level developmental psychology, educational psychology, social psychology, and cultural psychology. Series Editor's Introduction Jaan Valsiner Preface Serge Moscovici Introduction: The Context and Development of Ideas Sandra Jovchelovitch and Brady Wagoner Part 1: Piaget: A View from Afar 1. Children's Understanding of Friendship 2. The Child's Reconstruction of Economic Life 3. Piaget Ethnographer 4. Genesis and Structure: Piaget and Moscovici Part 2: Development as Decentration 5. Social Life and the Epistemic Subject 6. Psychological Development as a Social Process 7. Construction, Belief, Doubt 8. On Interviews: A Conversation with Carol Gilligan 9. The Constructive Role of Asymmetries in Social Interaction Part 3: Thinking through Social Representations 10. The Significance of Social Identities 11. Social Representations as a Genetic Theory 12. Representations, Identities, Resistance 13. Culture and Social Representations 14. Social Actors and Social Groups: A Return to Heterogeneity in Social Psychology ‘Through a carefully selected set of essays, the editors have created a marvelous Symposium, conducted by the late Gerald Duveen, where he, Piaget, Moscovici, Vygotsky and Bartlett explore the need for a synthetic approach to the nature of human development. A challenging and rewarding reading experience that taught me a lot’ - Professor Michael Cole, Director of Laboratory for Comparative Human Cognition, University of California San Diego ‘Gerard Duveen was a remarkable scholar who developed an original conceptual approach linking together developmental, cultural and social psychology. In this volume the editors present Duveen's critical engagement with Piaget's and Moscovici's theories and his original thought in advancing difficult concepts like decentration, social representations, identities, beliefs and doubts, among many others. The volume, building on intellectual scholarship of the highest standard, will be inspirational for researchers in human and social sciences’ - Ivana Markova, Emeritus Professor in Psychology, University of Stirling Serge Moscovici is Professor of Social Psychology at the School for Advanced Studies in the Social Sciences (EHESS), Paris, and founder of the European Laboratory of Social Psychology at the Maison de Sciences de l’Homme, Paris, France. Sandra Jovchelovitch is Professor of Social Psychology at the London School of Economics, UK, where she directs the Masters programme in Social and Cultural Psychology. Brady Wagoner is Associate Professor at Aalborg University, Denmark. He has received a number of prestigious academic awards, including the Sigmund Koch Award, Gates Cambridge Scholarship and the Jefferson Prize.

\"Identity, Youth, and Human Development: An Introduction is the first text to address identity formation in a format appropriate for students being introduced to identity-related issues for the first time. Although a significant area of interest for many students and youth, identity formation has been a field of study largely inaccessible to anyone outside of the academy. To address this, authors James E. C

During the last decade there has been increased awareness of the limitations of standard approaches to the study of development. When the focus is on variables and relationships, the individual is easily lost. This book describes an alternative, person-oriented approach in which the focus is on the individual as a functioning whole. The authors take as their theoretical starting points the holistic-interactionistic research paradigm expounded by David Magnusson and others, and the new developmental science in which connections and interactions between different systems (biological, psychological, social, etc.) are stressed. They present a quantitative methodology for preserving--to the maximum extent possible--the individual as a functioning whole that is largely based on work carried out in the Stockholm Laboratory for Developmental Science over the past 20 years. The book constitutes a complete introductory guide to the person-oriented approach. The authors lay out the underlying theory, a number of basic methods, the necessary computer programs, and an extensive empirical example. (The computer programs have been collected into a statistical package, SLEIPNER, that is freely accessible on the Internet. The empirical example deals with boys' school adjustment from a pattern perspective and covers both positive and negative adaptation.) Studying Individual Development in an Interindividual Context: A Person-Oriented Approach will be crucial reading for all researchers who seek to understand the complexities of human development and for their advanced students.

\"Questions about identity are perennially intriguing, and vexing, to scholars and non-scholars alike. How do we know who we are? How do we define ourselves? How much are we the agents of our own identities, and how much are we defined by others? In The Co-authored Self, Kate McLean addresses the question of how an individual comes to develop an identity by focusing on the process of interpersonal storytelling, particularly through the stories people hear, co-tell, and share of and with their families. McLean details how identity development is a collaborative construction between the individual and his or her narrative ecology. She argues that family stories play a powerful role in defining identities, for better or for worse; it is through these family stories that the self takes on its earliest and most lasting form. Situating the process of identity development in adolescence and emerging adulthood, she shows through quantitative and qualitative data-with compelling narrative excerpts throughout-the ways in which families both support and constrain identity development by the stories they tell\"-- Provided by publisher.

\"Human possession psychology originates from deeply rooted experiential capacities shared with other animals. However, unlike other animals, we are a uniquely self-conscious species concerned with reputation, and possessions affect our perception of how we exist in the eyes of others. This book discusses the psychology surrounding the ways in which humans experience possession, claim ownership, and share from both a developmental and cross-cultural perspective. Philippe Rochat explores the origins of human possession and its symbolic development across cultures. He proposes that human possession psychology is particularly revealing of human nature, and also the source of our elusive moral sense\"-- Provided by publisher.

During the twentieth century, Germans experienced a long series of major and often violent disruptions in their everyday lives. Such chronic instability and precipitous change made it difficult for them to make sense of their lives as coherent stories—and for scholars to reconstruct them in retrospect. Ruptures in the Everyday brings together an international team of twenty-six researchers from across German studies to craft such a narrative. This collectively authored work of integrative scholarship investigates Alltag through the lens of fragmentary anecdotes from everyday life in modern Germany. Across ten intellectually adventurous chapters, this book explores the self, society, families, objects, institutions, policies, violence, and authority in modern Germany neither from a top-down nor bottom-up perspective, but focused squarely on everyday dynamics at work \"on the ground.\"